Environment and Social Psychology

Intentional learning styles and practices of parents towards their children: Strengthening discipline for language learning

Jason V. Chavez

School of Business Administration, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

Joseph B. Quinto

Department of English, College of Arts and Humanities, Benguet State University, La Trinidad, Benguet 2601, Philippine

Pearly Jade E. Samilo

Filipino Language Teaching Division, College of Education, West Visayas State University, lloilo City 5000, Philippines

Neña Vanessa A. Cabiles

Filipino Language Teaching Division, College of Education, West Visayas State University, Iloilo City 5000, Philippines

Jhordan T. Cuilan

Department of English, Benguet State University, Benguet 2601, Philippines

Abundio C. Miralles

Office of the Vice President for Administration and Finance, North Eastern Mindanao State University, Tandag City, Surigao del Sur 8300, Philippines

Maria Lady Sol A. Suazo

Office of the Vice President for Academic Affairs, North Eastern Mindanao State University, Tandag City, Surigao del Sur 8300, Philippines

Rolly G. Salvaleon

Office of the Vice President for Research and Extension, North Eastern Mindanao State University, Tandag City, Surigao del Sur 8300, Philippines

Annie Y. Samarca

College of Teacher Education, North Eastern Mindanao State University, Tandag City, Surigao del Sur 8300, Philippines

Josephine L. Cruz

College of Teacher Education, Jose Rizal Memorial State University - Katipunan Campus, Katipunan, Zamboanga del Norte 7109, Philippines

DOI: https://doi.org/10.59429/esp.v10i8.3830

Keywords: early education; English language learning; learning discipline; parental involvement

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Abstract

Parental involvement is a critical factor in English language learning, as it extends exposure and practice beyond the classroom, creating a continuous and supportive learning environment. However, limited research examines how Filipino parents intentionally instill discipline to strengthen language learning at home. This study employed a qualitative descriptive research design and purposively selected 18 Filipino parents who actively engaged in their children’s English language learning. Data were gathered through semi-structured interviews, recorded with consent, and analyzed using reflexive thematic analysis to identify recurring patterns and themes. Three core parental practices emerged: (1) Imposing strictness through structured routines, rules, and corrective feedback to ensure accountability; (2) Repetition of language use in daily tasks, stories, and games to enhance fluency and vocabulary retention; and (3) Creating a supportive environment that combined emotional encouragement with consistent guidance. These strategies led to improvements in children’s confidence, technical language skills, and frequency of English use in everyday situations. Findings suggest that discipline-oriented yet supportive parenting fosters both linguistic competence and motivation. Aligning with Vygotsky’s social development theory, the study highlights the importance of structured interaction and positive reinforcement in language learning. Intentional parental involvement—balancing firm discipline with emotional support—significantly enhances children’s English language acquisition. Educational programs should promote home-based language strategies and school–parent partnerships to strengthen English proficiency.

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